Abstract
This chapter reports on research activities originally reported at the 2015 WIPTTE conference, the last one held prior to the conference name change. The chapter, entitled “A Model and Research Agenda for Teacher and Student Collaboration Using Tablets in Digital Media Making: Results from Sub-Saharan Workshops” reported on a series of science, technology, engineering, and mathematics (STEM) projects funded by the Kenyan Ministry of Education, Microsoft Research, and the National Science Foundation. The research has continued since then, with additional support from the Namibian Ministry of Education, Arts and Culture, the US State Department’s Fulbright Program, and new, multiyear funding from NSF. The chapter describes the evolution of the project and five themes emerging from it, in addition to describing a new four-year effort related to the original paper. The original paper focused on activities in Kenya, Ghana, Uganda, and Namibia. This chapter centers on follow-up activities in Namibia.
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Acknowledgements
This work was carried out under the sponsorship of the Republic of Namibia’s Ministry of Education, Art, and Culture, the US National Science Foundation’s Cyberlearning, National STEM Digital Library, and Advancing Informal Science Learning Programs, Pepperdine University, and the US State Department’s Fulbright Research Program. Their financial sponsorship is gratefully acknowledged.
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Hamilton, E., Kapenda, L., Miranda, H., Ngololo, E. (2019). Sub-Saharan Teacher STEM Professional Development with Digital Ink: Follow-Up (Sub-Saharan Pen-Based Computing Follow-Up). In: Hammond, T., Prasad, M., Stepanova, A. (eds) Inspiring Students with Digital Ink. Human–Computer Interaction Series. Springer, Cham. https://doi.org/10.1007/978-3-030-17398-2_4
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